Many of the themes present at the creation of The Browning School in 1888 have persisted for more than one hundred ten years: a classical curriculum, a student body representing many different traditions, intellectual rigor, and an emphasis on the arts. An idea taken for granted at the time of the school's founding has recently become widely discussed in the media. The value of single sex education for boys had become generally discredited after the 1960s, as many schools rushed to embrace coeducation. Now we know boys have special attributes and needs, and Browning has designed an education for them. Whether we note the differences between young boys and girls in dexterity or cognitive development, or whether we cite issues of focus and male friendships among older boys, we know that schools for boys offer a viable alternative to coeducational schools. Not educating in isolation, however, Browning is fortunate to belong to Interschool, a consortium of eight of Manhattan's most rigorous schools: Brearley, Browning, Chapin, Collegiate, Dalton, Nightingale-Bamford, Spence, and Trinity. Academic and extracurricular opportunities for sharing abound, especially for older boys.

Our students feel at home here, and each knows he plays an important part in the life of the community.

Finally, Browning by choice remains a small school. Our students feel at home here, and each knows he plays an important part in the life of the community. Boys who do best when they know what is expected of them in a structured setting do well at Browning. Having clear academic and behavioral expectations for the boys and guiding them towards increased self-direction are paired goals of our faculty.

Founding benefactor John D. Rockefeller would be pleased: still no "slipping into idle dissipation" at The Browning School!

Stephen M. Clement, III
Headmaster
B.A., Yale University
M.Div., Union Theological Seminary
Ed.M., Ed.D., Harvard University